MAGNETS

Magnets

Module Description

In this series of STEAM activities, students will use drama to demonstrate an understanding of how magnets attract and repel. Students will dramatize different magnetic poles, as well as common objects that are magnetic and non-magnetic. Another activity in this module will integrate the visual arts. Students will apply prior knowledge of magnetic properties to create a painting, and use movement to illustrate their understanding of magnetic poles. Students will explore magnetism first-hand by painting and experimenting with different mediums, both magnetic and non-magnetic.

ELAGSE1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

ELAGSE1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

National Standards:

1.P.1.1. Explain the importance of a push or pull to changing the motion of an object.

1P.1.2. Explain how some forces (pushes and pulls) can be used to make things move without touching them, such as magnets.

1.P.1.3. Predict the effect of a given force on the motion of an object, including balanced forces.

Arts Standards

GA Performance Standards:

TAES1.2 Developing scripts through improvisation and other theatrical methods.

VA1PR.2. Understands and applies media, techniques, and processes of two-dimensional works of art (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

D1F.2. Understands and models dance etiquette as a classroom participant, performer, and observer.

Demonstrates attentiveness, full participation and cooperation with others in the dance learning environment.

Demonstrates focus and concentration in performance skills.

Applies knowledge of appropriate behaviors and skills as an audience member and dance observer.

National Standards:

Theatre Arts

TH:Pr5.1.1.a. Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama).

Visual Arts
VA:Cr1.2.1a. Use observation and investigation in preparation for making a work of art.

Content Vocabulary

Poles: One of the two ends of a magnet

Attract: To pull something

Repel: To push away

Magnetize: To give magnetic force to something a magnet attracts

Magnetic: Capable of being magnetized or attracted by a magnet

Non-magnetic: Not capable of being magnetized or attracted by a magnet

Opposite: Arranged as one of a pair on either side of something

Magnet: An object that pulls on some metal objects

Characteristic: A distinguishing feature or quality

Iron: A malleable ductile silvery-white metallic element used for structural and engineering purposes

Steel: A modified form of iron, artificially produced, with qualities of hardness, elasticity, and strength

Magnetism: The properties of attraction possessed by magnets

Bar magnet: A bar-shaped, usually permanent, magnet

North pole: The pole of a magnet that seeks the earth's north magnetic pole

South pole: The pole of a magnet that seeks the earth's south magnetic pole

Position: An object’s location; where something is

Motion: A change in position

Pull: A force that moves an object closer to another object

Push: A force that moves an object away from an another object

Arts Vocabulary

Theatre Arts

Character: An actor or actress in a specified role

Collaboration: Two or more people working together in a joint intellectual effort

Concentrations: The ability of the actor/actress to be “in” character – that is, to be like the character s/he is portraying – in dialog, attitude, carriage, gait, etc.

Dialogue: A conversation between two or more persons

Diction: Using a “crisp and Clear” actor voice that can be understood by everyone watching and listening

Facial Expression: Using your face to show emotion

Gesture: An expressive movement of the body or limbs

Visual Arts

Aesthetics: The term that refers to that which is beautiful and visually pleasing

Color: An element of art with three properties: 1. hue, or the name of the color (e.g. red, yellow, etc.); 2. intensity, or the purity and strength of the color, such as brightness or dullness; and 3. value, or the lightness or darkness of a color

Media: Refers to the tools and materials an artist uses

Dance Arts

Mirror: To copy the movements of another while facing that individual

Pathway: The designs traced on the floor as a dancer travels across space; the designs traced in the air as a dancer moves various body parts

Energy/Force: Force propels or initiates movement, or causes changes in movement of body position

Formative Assessment

Accuracy of concept present in dramatization

Evidence of writing and brainstorming for dramatization

Collaboration with peers

Teacher will monitor students through anecdotal notes while they are creating their paintings and sorting their materials

Summative Assessment

Written script with beginning, middle, and end (visually composed, if necessary)

Theatre Rubric (see Appendix)

Completed Video (optional)

Visual Arts Painting Rubric (see Appendix)

Materials

Theatre Arts:
North and south magnet labels (These will be affixed to the magnet characters shoulders. North on one shoulder, south on the other shoulder.)
Pictures of other common objects that are magnetic and non-magnetic (paper clip, nail, safety pin, aluminum can, a plastic bottle)
iPad for videoing or other video device

Teacher will begin lesson by getting all students involved in the process of using their voice and body.

Teacher can begin with the E-clap technique. The teacher will say “E” using different levels of voice and speed, while the students clap at that level and speed. The teacher can then clap, and have the students say “E” to the volume level and speed of the clap.

E-ClapThis game warms up students’ body/mind coordination through ensemble rhythm and engagement. It also sets the tone for being able to mess up and stay in the exercise.

When I say "E," you CLAP.

When I CLAP, you say "E."

When I say “NOW,” you say “WOW” (and do a 360 turn).

When I say “UH,” you say (arms to the left and hop to the right) “UH.”

Teacher will use magnets to demonstrate how opposite poles attract and like poles repel.

Teacher will then demonstrate dramatizing how opposite poles would attract and like poles would repel using voice and body movements.

Guiding Questions to get students thinking about characterization:

If these opposite poles were people, how do you think they’d feel about each other?

Let’s make up a story about these magnets. What might they say as their poles pull them together?

Now let’s think about if these like poles were people, how would they feel about each other?

Let’s make up a story about these magnets. What might they say as their poles make them repel and run away from each other?

Teacher will also demonstrate dramatizing how common objects, either magnetic or non-magnetic, might interact with the magnets in a story.

Part 2

Teacher will review the information the students have learned about magnetic and non-magnetic objects.

Teacher will review the elements of a storytelling drama using a simple beginning, middle, and end script.

Part 3

Students will create and write a small group short dramatization about magnets and how the poles attract. Students will include a beginning, middle, and end for their dramatization. (If needed, students could visually represent their ideas by drawing the beginning, middle, and end for their dramatization.)

An example of this would be two north poles walk up to each other and repelling one another.

Students will use their voice and body to dramatize this action. They might begin with “Hey, why are you pushing me?” (Beginning); “I’m not pushing you, you are pushing me.” (Middle); I know, we are like poles, and we are repelling each other.” (End).

The students will repeat this type of process with common objects in their group.

Groups will have at least 3 small scripts with beginning, middle, and end. One of them has to be about the poles repelling and attracting.

The others can be about being attracted or not attracted to the other magnetic and non-magnetic objects in the group.

Part 4

Students will present their magnetic drama to the class. Other classroom students may provide constructive feedback on theatrical delivery (diction, facial expression, tone, volume, pitch, etc.) using theater vocabulary.

Visual Arts - Activating Strategy

Part 1

Begin with teacher-led mirror exercises to get students focused and warmed-up for dance activities.

Challenge students to work with a partner and practice mirroring. Begin seated, then explore mirror activities that travel through space.

Discuss the properties of magnets, including the response of same and opposite poles.

Return to mirror activity, incorporating concepts of same and opposite magnetic poles.

Part 2

Discuss and list how magnet concepts would influence choreographic decisions.

Divide into groups (having an equal number of students per group, if possible). Within groups, have students create short choreographic phrases (2-4 phrases of eight counts) based on the magnetic pole they have been assigned.

Part 3

When student compositions are complete, present to classmates.

Discuss the different choreographic creations, comparing and contrasting as possible.

Teacher will lead a class discussion of what makes an object magnetic. Teacher will make a T-chart (magnetic, non-magnetic) and students will contribute ideas to fill it in. Students will make predictions as to which objects are magnetic and non-magnetic.

Part 3

Students will create a t-chart and label one side magnetic and the other non-magnetic. (An alternative option would be for the students to sketch a t-chart using visual cues if the written part is too difficult.)

Student partner groups will each be given a paper bag, containing: a small piece of wood, penny, paper clip, eraser, dime, screw, thumb tack, nail.

Each group will be given two bowls, one to sort magnetic, one to sort non-magnetic.

Each group will be given one cookie sheet, two pieces of cardstock, two magnetic wands, tape to adhere the paper to the cookie sheet, and four colors of paint. (one squeeze of each color on each paper)

Students will take turns choosing an item and seeing if they can paint with it. After both students have used the item, they will place it in the appropriate bowl.

Part 4

Students will complete their T-chart based on their sorting of magnetic or non-magnetic objects.

Students will complete a written reflection evaluating why certain objects are magnetic or non-magnetic.

Compare the T-chart created as a class to those created by the students.

Reflection Questions

Explain how north and south poles attract and repel each other.

How did sharing out our dramatic scene help me understand how north and south poles attract and repel each other?

How did sharing out our dramatic scene help me understand how other common objects are attracted or not attracted to magnets?

How did creating a painting through the exploration of magnetic and non-magnetic materials help me understand how magnets work?

This week we are kicking off the school year with these terrific teachers at LaBelle Elementary in Cobb County! We are spending this week curriculum mapping and doing collaborative planning sessions for arts integration in classrooms. Stay tuned for the finished school map! 😊 ... See MoreSee Less